Subject

STEM-Science

 

Level of instruction

Third grade

 

Target audiences

​

Third-grade students who are interested in expanding their knowledge in the STEM program or Science. Afterschool program. 

 

Key institutional documents that influence the design process

 

• Syllabus: This document describes all the information necessary for the STEM-Science program. The topics and objectives of the program are listed so that parents are familiar with everything.

 

• Outline: It presents a sequence of how the topics will be covered and when.

 

• Science curriculum and standards: Standards describe all the essential information about a course or program. They provide a framework of reference for professional planning.

 

Competency-based education (CBE) or outcome-based education (OBE)

 

Instructional design is based on Competency-Based Education (CBE). In the STEM/Science program, students undergo assessments to ensure they can effectively apply a skill or technique they are being taught, rather than simply selecting the correct answer on a traditional exam. By integrating CBE principles into our design, the goal is to empower teachers with the tools and strategies necessary to facilitate meaningful learning experiences that prepare students for success in today's dynamic and ever-evolving world.

 

Design Approach

 

The design focuses on blended learning as traditional teaching and technology are used. This allows for a more personalized and flexible learning experience. Teachers and students can use online resources, such as educational videos, interactive simulations, and digital assessments, to supplement their in-person instruction.

 

Blended learning can offer several benefits, including parent involvement in the program. Also being innovative means greater student engagement, access to a broader range of educational resources, and opportunities for differentiated instruction. By leveraging the strengths of traditional and online learning modalities, blended learning aims to optimize the learning experience and support student success.

 

Balance assessment Or/For/As learning

 

The evaluation strategies that will be used will be informal observations, the completion of the activities within the centers, and one-to-one discussions between teachers and students. Each week we will work on a different topic which will involve a laboratory or project. Self-evaluations will be reflections at the end of the weekly work to know what they think, and what they would do to improve the result obtained, among others.

 

Moving learners into deeper learning

 

Instructional design not only fosters critical and advanced learning but also cultivates a dynamic learning environment that encourages collaboration and creativity. By incorporating interactive activities, simulations, and real-world scenarios, students are prompted to apply theoretical knowledge to practical situations, honing their problem-solving abilities and preparing them for the complexities of their future endeavors. Furthermore, instructional design facilitates personalized learning experiences, allowing students to progress at their own pace and catering to diverse learning styles. As a result, learners not only acquire subject-specific knowledge but also develop essential lifelong skills such as adaptability, resilience, and self-directed learning, empowering them to thrive in an ever-evolving world.

 

Outline

 

Week 1: Making Recycled Paper

 

Students will work on the recycling process. The concepts of recycling, the importance and benefits of practicing it will be discussed. Students will work on making recycled paper with materials that can be found in and around the school.

Also, students will watch the video: How Does Recycling Actually Work? 

https://www.youtube.com/watch?v=GsWhi2DDNBM&feature=youtu.be

 

Week 2: Talking Trees

 

In this lesson in our STEM/Science program, students will learn the value of trees and study their components. They will learn and understand the life cycle, how to count the rings, the parts of a tree, and how we can conserve trees. Then we will plant a tree at our school at the end of the week.

 

Week 3: Water Pollution

 

This week students will understand the types of contaminants and how they change water quality. They will also understand the difference between point and non-point pollution sources. 

Students will be introduced to the following concepts:

 

a. temperature

b. pH

c. dissolved oxygen

d. E. coli bacteria

and. nutrients

F. benthic macroinvertebrates

 

Week 4: Kinesthetic Astronomy: Earth’s Rotation

 

In this activity, students will understand why the sun rises in the east and sets in the west. Also, students will know how the earth rotates and how long it takes for the earth to rotate and will discover that the stars appear to rise and set just like the sun does. 

 

Week 5: Skydive Into Forces

 

This interactive activity provides an enjoyable chance for students to delve into the concepts of "invisible" forces such as gravity and air resistance. Through hands-on experimentation, students will construct parachutes and explore their role in facilitating safe landings for skydivers.

 

3 Column Table 

 

Big Hairy Audacious Goal (BHAG): "To cultivate a generation of young scientists who confidently engage in hands-on exploration, critical thinking, and problem-solving, fostering a deep understanding of scientific concepts and igniting a lifelong passion for inquiry and discovery."